Hybrid Relationship Mediated by Digital Technologies in the Continuing-FormAction of Teachers Who Teach Mathematics

Resumo

Context: Existing studies on the use of digital technologies in mathematics education do not problematize the symmetry in the relationship between humans and non-humans, placing only humans as protagonists. Objective: To map the mediations constituted between the actors in a continuing education course for mathematics teachers, mediated by all entities that compose the sociotechnical network. Methodological design: The theoretical-methodological assumptions of Actor-Network Theory, where humans and non-humans can associate and be protagonists of a certain action, assuming the post-humanist paradigm. Setting and participants: We analyzed the sociotechnical network through the mapping of associations and mediations established between humans (30 mathematics teachers) and non-humans (computer, internet, among others) in an extension course. Data collection and analysis: Data were collected during remotely conducted meetings, transmitted and recorded using the resources of the Google Meet platform. For data analysis, we used the principles of agnosticism, generalized symmetry, and free association as a reference to describe the mediation relationships between the actors during the course. Results: The results indicate that the mediations established between the entities contribute to the continuity of the sociotechnical network, promoting transformations and contextualization of mathematical concepts. Conclusions: Mediators do not limit themselves to humans and intermediaries to objects, but both can take actions, promoting continuity in the continuing education of mathematics teachers.